Valuable teaching and learning time is being consistently eroded by the need to constantly correct disruptive behaviours (Wilmer, 2019). Therefore, in order to provide quality learning experiences for young learners, a contemporary practitioner must be adept at classroom management. Barriers to learning can manifest in many different ways, however it is often through perceived negative behaviours that these barriers arise. The Scottish Government National Attainment Challenge is a priority in increasing the level of numeracy, literacy and health and wellbeing for Scotland’s young people. Therefore, it is a fundamental role for teachers in the classroom to get learners to think more positively. Andrea Wilmer has found that by using praise and “token” (or reward) systems, decreases the frequency with which disruptive behaviours occur within the classroom. The HGIOS 4 documentation has stated that positive reinforcement is critical in underpinning good classroom management (Education Scotland, 2015). As such, the focus of this practitioner enquiry will be to consider whether the implementation of an anonymous reward system, decreases disruptive behaviours within the classroom setting.
The aims of this enquiry were to:
- Encourage positive behaviours by way of an anonymous reward system
- Observe a harmonising of whole-class attitudes, geared towards positive behaviours